Literaturnachweis - Detailanzeige
| Autor/in | Towns, Donna Penn |
|---|---|
| Titel | The Impact of Structural Hypocrisy on the School Performance of Young African American Males. |
| Quelle | (1996), (21 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Black Students; Educational Philosophy; Educational Practices; Elementary Education; Elementary School Students; High Risk Students; Ideology; School Culture; Socialization; Student Motivation; Urban Schools; Urban Youth; Values |
| Abstract | Reasons for the disproportionate failure rate of young urban African American males were studied in an ethnographic study of third- and sixth-grade classrooms in a low-income African American community. The multimethod approach involved observing classroom sessions and school activities, interviewing students and teachers, and examining documentary evidence of student performance. In this school, the conflict between ideology and reality created a "structural" hypocrisy that was so pervasive and so deeply rooted that those who participated in it were not always aware of it. It is argued that the difference in socialization patterns of low-income Black males predisposes them to reject the hypocrisy as they move up in grade level. Hypocrisy was apparent in the overall culture of the school, the culture of the classroom, and in the language of the classroom. Students were aware of the difference between what was advocated and what was practiced, and their awareness increased as they grew older. Transcripts of conversations with students at both grade levels show many discrepancies between what the schools say they want to do for students and what they actually do. Statements revealing a lack of respect from the teachers were frequently made by the boys, and were often made by sixth graders. These students then responded to what they perceived as unfairness through failing grades and resisting authority. (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
